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Added some pointers to each slide to give me a starting point as to what to do

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Warwick New 2026-04-20 09:56:17 +01:00
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slides.tex
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@ -4,6 +4,9 @@
\usepackage{booktabs}
\usepackage{csquotes}
\usepackage{xcolor}
\newcommand\todo[1]{\textcolor{red}{#1}}
% section frame
\AtBeginSection[]{
\begin{frame}
@ -61,38 +64,65 @@
\begin{frame}
\frametitle{What is the gap I've identified}
\todo{Cite and professionalise this slide}
\begin{itemize}
\item Much research into degging education for students more recently is focused on generative AI models and some new paradigms that come from that \cite{}. This is to be expected with a whole new paradigm in education in this area.
\item Before this focus however much research into the area of first stage computer science debbugging was focused on teaching debugging in closed controlled environments \cite{}, This allowed for experimentation with making fixing coding problems more accessible, in terms of compiler error messages and scaffolding of the processes a student might take when they ran into a problem.
\item I think that we can take these classical educational tools and use them combined with more recent generative AI computing education technologies to.
\begin{enumerate}
\item Remove the need for locked down highly controlled debugging environments.
\item Improve the human element to debugging messages and tools with how much more human the AI can appear to be to students.
\end{enumerate}
\end{itemize}
\end{frame}
\begin{frame}
\frametitle{The fields this gap interacts with}
\begin{itemize}
\item Computer science education
\item The Phychology of learning
\item Artificial Intelligence
\end{itemize}
\end{frame}
\section{How do I plan to address this space}
\begin{frame}
\frametitle{How am I addressing the gap}
\todo{talk about gidget and offer scaffolding tools, then talk about how we can create a tool to aid intervention}
\end{frame}
\begin{frame}
\frametitle{The intervention}
\todo{Talk about methodology and the type of intervention that's taking place. Why this method over other methods etc}
\end{frame}
\begin{frame}
\frametitle{What is the variable. What does better look like} % what research methods will analyse this
\todo{Students drop out less, produce higher quality code? What do other interventionist studies look at?}
\end{frame}
\section{Challenges and ethical considerations}
\begin{frame}
\frametitle{Key challenges in the study}
\todo{Talk about the time to develop the software and more about the study structure and issues with pedagoginal research in general}
\end{frame}
\begin{frame}
\frametitle{main ethical concerns}
\todo{This research should be limited to adults as gen ai and children = bad.}
\todo{Making the AI friendlier and having it say something outside my control could also be very bad}
\todo{Ethical AI models should be a requirement}
\end{frame}
\begin{frame}
\frametitle{Key challenges in this area}
\begin{itemize}
\item \todo{First stage programming generally has a high drop out rate because overcoming programming problems can be distressing without a degree of self-efficacy.}
\item \todo{Having a guide help students learn through the process one on one is a time intensive process for staff and fairly cost ineficient in terms of time spent with educators.}
\item \todo{This tool is also an attempt to scale the amount of human support a student can recieve outside of the classroom}
\end{itemize}
\end{frame}
\section{Me, My Skills, And why I want to study at Falmouth University}